Comparison between Traditional and Flipped Learning on Nursing Students Achievement and Satisfaction regarding Postpartum Care Topics

Abstract

Background: Rapid changes in the nursing profession require the use of innovative educational approaches in educational nursing programs. The flipped teaching strategy is an active learning strategy to enhance students' critical thinking ability and competencies when caring for post-partum women and raise students' satisfaction with learning. Objective: This study aimed to compare traditional versus flipped learning on maternal and newborn health nursing students’ achievement and satisfaction regarding postpartum care topics Methods: A quasi-experimental design was applied with pre- and post-test assessments in the experimental and control groups. The tools: Five tools were used in data collection namely, Interview questionnaire, Pre & post-test, postpartum evaluation sheet, observational checklist for postpartum care and student satisfaction survey. Results: The majority of students' mean age was 20.70 ± 0.73&20.55 ± 0.60 (for the control & study groups respectively). The study results showed that highly significant differences between the two groups in the average knowledge scores before and after the test with regard to postpartum nursing care. The findings also showed that there are highly statistically significant differences between the two groups in the average scores between students in the mid-semester and final exam in various question topics. It can be concluded that, the impact of the flipped classroom increasing satisfactory level of knowledge regarding post-partum topics in terms of examination or assessment results and in contrast with clinical practices it was the same result of performance among two groups in term of demonstrations clinical procedures and application of care in hospital clinical skills. The study recommended that replicating this study in other nursing and medical courses.